Factors Impacting Faculty Adoption of Project-Based Learning in Computing Education: a Survey

TL;DR

This study investigates the factors influencing computing faculty's adoption of project-based learning, highlighting barriers like institutional support and project sourcing, and identifying enablers such as collaboration and professional development.

Contribution

It provides empirical insights into the challenges and facilitators of PjBL adoption among computing educators, emphasizing systemic support needs.

Findings

Faculty value PjBL but face planning and management challenges.

Institutional support and incentives increase adoption likelihood.

Peer collaboration and resource sharing facilitate project sourcing.

Abstract

This research full paper investigates the factors influencing computing educators' adoption of project-based learning (PjBL) in software engineering and computing curricula. Recognized as a student-centered pedagogical approach, PjBL has the potential to enhance student motivation, engagement, critical thinking, collaboration, and problem-solving skills. Despite these benefits, faculty adoption remains inconsistent due to challenges such as insufficient institutional support, time constraints, limited training opportunities, designing or sourcing projects, and aligning them with course objectives. This research explores these barriers and investigates the strategies and resources that facilitate a successful adoption. Using a mixed-methods approach, data from 80 computing faculty were collected through an online survey comprising closed-ended questions to quantify barriers, enablers, and resource needs, along with an open-ended question to gather qualitative insights. Quantitative data were analyzed using statistical methods, while qualitative responses underwent thematic analysis. Results reveal that while PjBL is widely valued, its adoption is often selective and impacted by challenges in planning and managing the learning process, designing suitable projects, and a lack of institutional support, such as time, funding, and teaching assistants. Faculty are more likely to adopt or sustain PjBL when they have access to peer collaboration, professional development, and institutional incentives. In addition, sourcing projects from research, industry partnerships, and borrowing from peers emerged as key facilitators for new projects. These findings underscore the need for systemic support structures to empower faculty to experiment with and scale PjBL practices.